Streams of Knowledge Flowing To and From Our Knowledge Reservoir

Building on the authors’ existing body of research that explored characteristics of their longstanding teacher-researcher group through the lens of the braided rivers metaphor (Curtis et al., 2012; Curtis et al., 2013), this self-study (Hamilton & Pinnegar, 1998; Taylor & Diamond, 2020) utilizes the narrative inquiry method (Clandinin & Connelly, 2000). We used its tools of broadening, burrowing, and storying-restorying, together with fictionalization, to examine the varied teacher knowledge that flows into a collaborative teacher-researcher group via its membership and through what becomes shared. Through this approach, we flesh out three streams of knowledge samples: 1) Advocacy, 2) Critical Friendship, and 3) Multiplicity of Knowledge. Carefully utilizing the streams of knowledge as an interpretative device, this self-study delves into the different streams of knowledge held by individuals that flow into a collaborative group and accumulate into pools of reciprocal understanding from which all members can draw to enhance their individual and collaborative professional growth. Cumulative findings highlight how the sharing of knowledge within collaborative group settings promote rich reflections that are available to be visited and re-visited again and again. This self-study returns us to our original braided rivers metaphor as a source of inspiration and identifies highly influential knowledge reservoirs that have shaped our collaborative/individual practice over time and across place. Advocacy, Critical Friendship, and Multiplicity of Knowledge function as key knowledge reservoirs that sustain educators, influence the group’s evolving social terrain, and guide practice across varied educational contexts.